@techreport{usaid_knowledge_2023, address = {Washington DC}, title = {Knowledge {Retention} and {Transfer} ({KRT}) - {Model} overview presentation}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/version_2_cla_toolkit_staff_transitions_tool_20190613.pdf}, abstract = {What problem is the KRT model trying to solve? For workforces that experience continuous staff turnover, the lack of systematic knowledge transfer can often lead to: - Loss of programmatic momentum, - Duplication of efforts and frustration, and - Wasted time and resources. The Knowledge Retention and Transfer (KRT) model provides tools, processes, and practices to individuals, teams, offices, and organizations to improve knowledge handover, which in turn improves efficiency and programmatic and operational learning.}, urldate = {2023-10-26}, institution = {USAID}, author = {USAID}, month = jul, year = {2023}, } @misc{salib_introducing_2023, title = {Introducing the {CLA} {Maturity} {Tool} for {Implementing} {Partners}}, url = {https://socialimpact.com/introducing-the-cla-maturity-tool-for-implementing-partners/}, abstract = {On December 13, 2022, Social Impact hosted a webinar in our Evidence for Impact series, "Strengthen Your Team's CLA Practices: Introducing the CLA Maturity Tool for USAID Implementers." Through the session, we shared more about the origin and history of the USAID tool upon which this version is based, why and how we updated}, language = {en-US}, urldate = {2023-03-20}, journal = {Social Impact}, author = {Salib, Monalisa and Ziegler, Jessica}, month = jan, year = {2023}, note = {Section: Uncategorized}, } @misc{social_impact__inc_strengthen_2023, title = {Strengthen {Your} {Team}’s {CLA} {Practices}: {Introducing} the {CLA} {Maturity} {Tool} for {USAID} {Implementers}}, shorttitle = {Strengthen {Your} {Team}’s {CLA} {Practices}}, url = {https://www.youtube.com/watch?v=zwdO9FZq_PM}, abstract = {The Collaborating, Learning \& Adapting (CLA) Maturity Tool has been used by USAID operating units since 2015. The tool enables staff to self-assess their current CLA practice and plan ways to improve their internal and external collaboration, organizational learning efforts, and adaptive management practices. Recently, SI built on this resource to create the CLA Maturity Tool for implementing partners (IPs) to provide a version that speaks more directly to the experience of international and local organizations. Learn more here.}, urldate = {2023-03-20}, author = {{Social Impact , Inc}}, month = jan, year = {2023}, } @techreport{salib_theory_2022, type = {Text}, title = {Theory of {Change} {Workbook}: {A} {Step}-by-{Step} {Process} for {Developing} or {Strengthening} {Theories} of {Change}}, shorttitle = {Theory of {Change} {Workbook}}, url = {https://usaidlearninglab.org/library/theory-change-workbook-step-step-process-developing-or-strengthening-theories-change}, abstract = {While over time theories of change have become synonymous with simple if/then statements, a strong theory of change should actually be a much more detailed, context-specific articulation of how we *theorize* change will happen under a program.}, language = {en}, urldate = {2022-03-17}, institution = {USAID}, author = {Salib, Monalisa}, month = feb, year = {2022}, } @techreport{usaid_learn_cla_2022, address = {Washington DC}, title = {{CLA} {Maturity} {Tool} - {Card} {Deck} ({Implementing} {Partners} version 1)}, url = {https://usaidlearninglab.org/sites/default/files/2022-08/508c_cla_maturity_tool_card_deck_ip_v1_2022-07-29.pdf}, abstract = {USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework and maturity spectrum are relevant to a wider audience. USAID’s CLA Framework identifies key components and subcomponents of daily work that may be opportunities for intentional, systematic, and resourced CLA. The framework recognizes the diversity of what CLA can look like in various organizations and programs while also giving CLA structure, clarity, and coherence across two key dimensions: • CLA in the Program Cycle: how CLA is incorporated throughout Program Cycle processes, including strategy, project, and activity design and implementation; and • Enabling Conditions: how an organization’s culture, business processes, and resource allocation support CLA integration. Recognizing that CLA is not binary—it’s not an issue of “doing it or not doing it”—PPL and LEARN have developed a spectrum of practice for each of the 16 subcomponents in the framework. The spectrum offers examples of what integration might look like at different stages: Not Yet Present, Emergent, Expanding, Advanced and Institutionalized. The maturity stage descriptions are only illustrative and are intended to spark reflection on current practice and opportunities for improvements. In this resource, each CLA subcomponent page describes the key concepts for that topic and includes a description of the maturity stages. Although the descriptions were originally developed for USAID, the majority of the concepts easily transfer or have equivalents in the partner community. For example, although organizations outside of USAID may not hold “Portfolio Reviews” (part of the Pause \& Reflect subcomponent), the majority hold some type of meeting to review programmatic progress. This is the seventh version of the CLA Framework and maturity spectrum. PPL and LEARN will continue reviewed and periodically update them based on user feedback, so if you have comments about the content, please email learning@usaid.gov. We would also love to hear how you’ve used this content with your team or organization.}, urldate = {2023-01-03}, institution = {USAID}, author = {USAID LEARN}, year = {2022}, } @techreport{usaid_learn_collaborating_2022, address = {Washington DC}, title = {Collaborating, {Learning} and {Adapting} ({CLA}) {Maturity} {Spectrum} (v7)}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/cla_maturity_spectrum_handouts_20170612_0.pdf}, abstract = {USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework and maturity spectrum are relevant to a wider audience. USAID’s CLA Framework identifies key components and subcomponents of daily work that may be opportunities for intentional, systematic, and resourced CLA. The framework recognizes the diversity of what CLA can look like in various organizations and programs while also giving CLA structure, clarity, and coherence across two key dimensions: • CLA in the Program Cycle: how CLA is incorporated throughout Program Cycle processes, including strategy, project, and activity design and implementation; and • Enabling Conditions: how an organization’s culture, business processes, and resource allocation support CLA integration. Recognizing that CLA is not binary—it’s not an issue of “doing it or not doing it”—PPL and LEARN have developed a spectrum of practice for each of the 16 subcomponents in the framework. The spectrum offers examples of what integration might look like at different stages: Not Yet Present, Emergent, Expanding, Advanced and Institutionalized. The maturity stage descriptions are only illustrative and are intended to spark reflection on current practice and opportunities for improvements. In this resource, each CLA subcomponent page describes the key concepts for that topic and includes a description of the maturity stages. Although the descriptions were originally developed for USAID, the majority of the concepts easily transfer or have equivalents in the partner community. For example, although organizations outside of USAID may not hold “Portfolio Reviews” (part of the Pause \& Reflect subcomponent), the majority hold some type of meeting to review programmatic progress. This is the seventh version of the CLA Framework and maturity spectrum. PPL and LEARN will continue reviewed and periodically update them based on user feedback, so if you have comments about the content, please email learning@usaid.gov. We would also love to hear how you’ve used this content with your team or organization.}, urldate = {2023-01-03}, institution = {USAID}, author = {USAID LEARN}, year = {2022}, } @techreport{usaid_learn_collaborating_2022, address = {Washington DC}, title = {Collaborating, {Learning}, and {Adapting} {Framework} \& {Key} {Concepts} ({Implementing} {Partner} {Version} 1)}, url = {https://usaidlearninglab.org/sites/default/files/2022-08/508c_cla_maturity_tool_card_deck_ip_v1_2022-07-29.pdf}, abstract = {Although collaborating, learning, and adapting (CLA) are not new to USAID and its implementing partners, they often do not happen regularly or systematically and are not intentionally resourced. The CLA Framework above identifies components and subcomponents to help you think more deliberately about what approach to CLA might be best tailored to your organizational or project context. The framework recognizes the diversity of what CLA can look like in various organizations and projects while also giving CLA structure, clarity, and coherence across two key dimensions: - CLA in the Program Cycle: how CLA is incorporated into planning and design processes throughout the Program Cycle in order to improve their effectiveness; and - Enabling Conditions: how an organization’s culture, daily operating processes, and resource allocation support CLA integration. Organizations need both integrated CLA practices appropriate for their context and conducive enabling conditions to become stronger learning organizations capable of managing adaptively. The framework stresses the holistic and integrated nature of the various components of CLA to reinforce the principle that CLA is not a separate workstream—it should be integrated into existing processes to strengthen the discipline of development and improve aid effectiveness.}, language = {en}, urldate = {2023-01-03}, institution = {USAID}, author = {USAID LEARN}, year = {2022}, } @techreport{learning_lab_learn_2020, title = {{LEARN} {End} of {Contract} {Report}}, abstract = {In September of 2014, USAID’s Office of Learning, Evaluation \& Research (LER) awarded the Learning and Knowledge Management (LEARN) contract to Dexis Consulting Group and subcontractor RTI International.1 This document—the End of Contract Report—captures five and half years of results and reflections for our stakeholders. Our intention is to share the good and the bad, and while this report would not be considered a “tell all,” we think we have a story worth sharing, particularly to USAID CORs and AORs, activity managers, and other implementers of institutional support contracts.2 LEARN’s primary purpose was to support organizational change at USAID. More specifically, the contract was focused on helping USAID staff integrate collaborating, learning, and adapting (CLA) approaches into the design, implementation, monitoring, and evaluation of programs (what is known at USAID as the Program Cycle). It was clear that most USAID staff, whether they realized it or not, were already integrating CLA into their work to some extent. The focus of our efforts, therefore, was to make those practices more systematic, intentional, resourced, and ultimately more widespread throughout the Agency, which would have a ripple effect on implementing partners and even other stakeholders, such as host country governments. This was based on the theory—later borne out by evidence—that by becoming a better learning organization, USAID could be a more effective development organization. And that theory brought the USAID CLA team within USAID’s Bureau for Policy, Planning \& Learning (PPL) and LEARN contractors together, driven by a shared purpose of improving how USAID does business. LEARN was designed based on this belief and, as you might expect from a learning-oriented contract, began with more questions than answers. Primary among those questions was: could an institutional support contract do more than carry out requested services—could it actually accelerate positive organizational change at USAID? And if so, how and under what conditions?}, language = {en}, institution = {USAID}, author = {Learning Lab}, month = apr, year = {2020}, pages = {92}, } @techreport{learning_lab_evidence_2020, title = {Evidence base for {Collaborating}, {Learning}, and {Adapting}: summary of the literature review (2020 update)}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/031020_eb4cla_lit_review_update_2d.pdf}, abstract = {The LEARN contract and the United States Agency for International Development/Bureau of Policy, Planning, and Learning (USAID/PPL) are managing an area of work known as the Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer the following key learning questions: ● Does an intentional, systematic, and resourced approach to collaborating, learning, and adapting (CLA) contribute to organizational effectiveness and/or development outcomes? ● If so, how? And under what conditions? ● How do we know? How do we measure any contribution that CLA makes to development results? As we began this work, we identified the need to conduct a literature review looking at these questions to understand what is known, what remains unknown, and how others have tried to answer these questions to date. We were primarily interested in answering these questions: ● What evidence is there, if any, that collaborating, learning, and/or adapting contributes to organizational effectiveness, development outcomes, or both? What are the strongest pieces of evidence? ● Does the literature identify any factors critical to CLA that are not currently included in the CLA framework? ● Who else is working on measuring the impact of collaborating, learning and adapting? ● What methods and measures did researchers use to study the effects of collaborating, learning, and adapting? ● Where are there gaps in the research relevant to collaborating, learning, and adapting? ● When taken together, what practical guidance does the evidence for collaborating, learning, and adapting offer to practitioners and policy makers to improve organizational effectiveness and development outcomes?}, urldate = {2020-10-15}, institution = {USAID}, author = {Learning Lab}, month = mar, year = {2020}, } @techreport{learning_lab_what_2020, address = {Washington DC}, title = {What difference does {CLA} make to development? {Key} findings from a recent literature review (2020 update)}, url = {https://usaidlearninglab.org/system/files/resource/files/cla_literature_review_update_march_2020_final.pdf}, abstract = {USAID’s Bureau for Policy, Planning and Learning and its LEARN support contract are working to integrate systematic, intentional and resourced collaborating, learning and adapting (CLA) throughout program planning and implementation to achieve more effective development programs. As part of this effort, USAID is exploring several approaches to understand whether and how strategic collaboration, continuous learning and adaptive management make a difference to organizational effectiveness and development outcomes. To begin this work, we have undertaken a foundational literature review of academic and gray literature to answer our key learning questions: • Does an intentional, systematic and resourced approach to collaborating, learning and adapting contribute to organizational effectiveness? To development outcomes? • If so, how? And under what circumstances? • How do we measure the contribution? The 13 key findings, mapped to the CLA Framework below, are described in greater detail in the following pages.}, urldate = {2024-01-31}, institution = {USAID}, author = {Learning Lab}, month = mar, year = {2020}, } @techreport{anderson_lac_2019, type = {Text}, title = {{LAC} {MEL} {Specialists} {Use} {Peer} {Network} to {Improve} {Quality} and {Use} of {Evidence}}, url = {https://usaidlearninglab.org/library/lac-mel-specialists-use-peer-network-improve-quality-and-use-evidence}, abstract = {Based on consultations and stocktakings with LAC Missions, the LAC Bureau identified Mission Monitoring, Evaluation and Learning (MEL) Specialists as influential decision makers regarding data and evidence use. The LAC Bureau aims to improve the quality and use of evidence for decision making, and ultimately to improve development outcomes.}, language = {en}, urldate = {2020-02-14}, institution = {USAID}, author = {Anderson, Todd M and Prevatt, Amy}, month = aug, year = {2019}, } @techreport{janoch_failing_2019, type = {Text}, title = {Failing {Forward}: {How} {CARE} is {Focusing} on {What} {Goes} {Wrong} to {Improve} {Impact}}, shorttitle = {Failing {Forward}}, url = {https://usaidlearninglab.org/library/failing-forward-how-care-focusing-what-goes-wrong-improve-impact}, abstract = {CARE's Failing Forward initiative is sparking opportunities to showcase the ideas that don't work so we can spend more time implementing the ones that do. It's changing the conversation inside the organization, and leading to changes in the way we design and implement programs.}, language = {en}, urldate = {2020-02-14}, institution = {CARE}, author = {Janoch, Emily}, month = aug, year = {2019}, } @techreport{usaid_knowledge_2019, address = {Washington DC}, title = {Knowledge {Retention} and {Transfer} ({KRT}) - {Model} and {Matsurity} {Matrix}}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/version_2_cla_toolkit_staff_transitions_tool_20190613.pdf}, abstract = {The Maturity Matrix is not a standalone tool. It is one of the three major components of the KRT Model. The Maturity Matrix is meant to be used in conjunction with the KRT Toolkit and Implementation Plan.}, urldate = {2023-10-26}, institution = {USAID LEARN}, author = {USAID}, month = jun, year = {2019}, } @techreport{usaid_managing_2019, address = {Washington DC}, title = {Managing staff transistions through {CLA}: preserving institutional memory as staff come and go}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/version_2_cla_toolkit_staff_transitions_tool_20190613.pdf}, abstract = {This document is relevant for any position or hiring mechanism. While this document does not explicitly address what happens when someone arrives into a newly-created position, which has its own set of challenges, many of the principles, actions, and resources can be applied in that context. Section 1 offers guidance for how to set up and implement systems at Mission/OU or office to ensure that all staff help preserve institutional memory and enable continuity of relationships. This section is for any staff in a Mission/OU working to build systems that improve handovers and knowledge capture and sharing across the Mission or OU. If a Mission or OU is just beginning to develop a system to manage staff transitions, you may want to start by developing a system within an office or team and then expand it out to other offices or to the Mission/OU writ large. Section 2 includes key principles and actions individuals could consider following when arriving or departing a position, regardless of hiring mechanism and position. This includes staff new to the Mission/OU and staff who are currently in the Mission/OU and are moving into a new position. Section 3 provides a select number of resources to help you take a systematic and comprehensive approach to manage staff transitions as effectively and efficiently as possible at the individual or organizational level.}, urldate = {2023-10-26}, institution = {USAID LEARN}, author = {USAID}, month = jun, year = {2019}, } @techreport{salib_help_2019, address = {Washington DC}, title = {Help! {I}’m hiring new staff and {I} want them to work adaptively. {A} guide to hiring adaptive employees.}, url = {https://usaidlearninglab.org/community/blog/help-im-hiring-new-staff-and-i-want-them-work-adaptively}, abstract = {If you are involved in hiring, this tool can help you increase your chances of selecting staff members skilled in adaptive management. It will help answer the questions: Which competencies should I recruit for in order to hire more adaptive employees? Which desired qualifications should I incorporate into position descriptions to attract adaptive employees? Which interview questions should I ask to screen for adaptive employee competencies? You should use this tool when you decide to hire a new individual - whether that be a direct hire, contractor, or consultant - or when you are changing an individual’s current position description or scope of work. Specifically, this tool will help you determine which qualifications are most important for the position and offers interview questions you can use with candidates. --- You’re in luck! We just released a new guide for hiring adaptive employees. This visual and user-friendly tool will help increase your chances of selecting staff skilled in adaptive management. Here are the details: What do you mean by “work adaptively” or an “adaptive employee”? An adaptive employee is an individual who, in collaboration with relevant stakeholders, systematically acquires and uses knowledge to make decisions and adjustments in their work in order to achieve greater impact. Why focus on adaptive employees? Why does it matter? With industries, technologies, and organizations in a near constant state of flux, leaders are recognizing the importance of adaptability as a critical capacity. Because of this, it’s not surprising that a recent LinkedIn report found that adaptability was the most important soft skill hiring managers were screening for. In addition, evidence shows that teams that apply more data-driven and adaptive leadership practices perform better than those that focus less on these practices. It makes sense, then, that managers want to recruit more team members who are skilled in adaptive management - it helps achieve results. Who should use this tool? Anyone involved in hiring, responsible for developing or approving position descriptions, participating in interviews, and/or approving new hires. When should I use this tool? Use it as soon as you decide to hire a new staff person or when you’re adjusting existing position descriptions. What does the tool help me do? It will help you think through: Which competencies should I recruit for in order to hire more adaptive employees? Which desired qualifications should I incorporate into position descriptions to attract adaptive employees? (You can even copy and paste qualification language from the tool into scopes of work!) Which interview questions should I ask to screen for adaptive employee competencies? (You can copy and paste interview questions into your screening, interview, and reference check protocols!) Has the tool been tested? Yes, staff within USAID’s Global Development Lab and on the USAID LEARN contract tested the tool, providing feedback on the minimum viable product and subsequent versions. Testers confirmed finding the tool useful, and gave it a 9/10 score when asked if they would recommend it to colleagues. Some specific feedback from testers included: "The tool prompts deeper thought on what you might need and want in a job candidate" and "All [of the interview questions I used from the tool] worked well." What about the existing staff? How can they gain greater skills in adaptive management? Existing USAID staff and implementing partners can access online training in collaborating, learning, and adapting (CLA) and find resources in the CLA Toolkit. USAID staff also have access to an internal CLA community of practice and five-day, in-person CLA training.}, urldate = {2023-09-29}, institution = {USAID LEARN}, author = {Salib, Monalisa}, month = may, year = {2019}, } @misc{jacobstein_advancing_2018, type = {Text}, title = {Advancing {Work} with the {Grain} at {USAID}}, url = {https://usaidlearninglab.org/lab-notes/advancing-work-grain-usaid}, abstract = {In December 2017, I wrote a blog about some of the insights gained during a workshop on Context-Driven Adaptation, where many of our sharpest field officers shared the ways that they assessed and adapted to shifts in context to keep programming relevant and effective.}, language = {en}, urldate = {2018-10-26}, journal = {USAID Learning Lab}, author = {Jacobstein, David}, month = oct, year = {2018}, } @techreport{usaid_program_2018, address = {Washington DC}, title = {Program {Cycle} - {Discussion} {Note}: {Designing} {Monitoring}, {Evaluation}, and {Learning} {Platforms}}, shorttitle = {Discussion {Note}}, url = {https://usaidlearninglab.org/library/discussion-note-adaptive-management}, abstract = {This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.}, language = {en}, urldate = {2018-03-08}, institution = {USAID}, author = {USAID}, month = may, year = {2018}, } @techreport{rocha_menocal_thinking_2018, type = {Text}, title = {Thinking and {Working} {Politically} through {Applied} {Political} {Economy} {Analysis}. {A} guide for practitioners}, url = {https://usaidlearninglab.org/library/thinking-and-working-politically-twp-through-applied-political-economy-analysis-pea-guide}, abstract = {Thinking and Working Politically (TWP) through Applied Political Economy Analysis (PEA). A guide for practitioners Have you ever done everything right in a development program — followed every technical best practice — but still missed the mark? When this happens, it often relates to factors in the context beyond any external development actor’s ability to control.}, language = {en}, urldate = {2018-07-20}, institution = {USAID}, author = {Rocha Menocal, Alina and Cassidy, Marc and Swift, Sarah and Jacobstein, David and Rothblum, Corinne and Tservil, Ilona}, month = apr, year = {2018}, } @techreport{usaid_program_2018, address = {Washington DC}, title = {Program {Cycle} - {Discussion} {Note}: {Managing} {Monitoring}, {Evaluation}, and {Learning} {Platforms}}, shorttitle = {Discussion {Note}}, url = {https://usaidlearninglab.org/library/discussion-note-adaptive-management}, abstract = {This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.}, language = {en}, urldate = {2018-03-08}, institution = {USAID}, author = {USAID}, month = apr, year = {2018}, } @misc{mitra_using_2018, address = {Nairobi}, title = {Using elements of {DCED} {Standards} for {CLA}}, url = {https://www.enterprise-development.org/dced-beam-seminar-2018/}, abstract = {Introduction used in the DCED-BEAM seminar in Nairobi}, language = {en}, author = {Mitra, Bilash and Jalil, Mohammad Muaz}, month = feb, year = {2018}, } @techreport{usaid_program_2018, address = {Washington DC}, title = {Program {Cycle} - {Discussion} {Note}: {Adaptive} {Management}}, shorttitle = {Discussion {Note}}, url = {https://usaidlearninglab.org/library/discussion-note-adaptive-management}, abstract = {This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.}, language = {en}, urldate = {2018-03-08}, institution = {USAID}, author = {USAID}, month = jan, year = {2018}, } @techreport{arntson_mission-based_2017, address = {Washington DC}, title = {Mission-{Based} {Monitoring}, {Evaluation} and {Learning} ({MEL}) {Platforms} {Assessment} {Report}}, url = {https://usaidlearninglab.org/library/mission-based-monitoring%2C-evaluation-and-learning-platforms-assessment-report}, abstract = {In 2016, the Bureau of Policy, Planning and Learning (PPL) commissioned an internal stocktaking of USAID's mission-based MEL (Monitoring, Evaluation, and Learning) Platforms.}, language = {en}, urldate = {2019-03-12}, institution = {USAID}, author = {Arntson, Laura and Giannoni, Tonya and Peek, Nancy and Saarlas, Kristin}, month = dec, year = {2017}, } @techreport{usaid_program_2017, address = {Washington D.C.}, title = {Program {Cycle} - {How}-{To} {Note}: {Strategy}-{Level} {Portfolio} {Review}}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/how_to_note_portfolio_review_final_compliant_1_r.pdf}, urldate = {2019-02-25}, institution = {USAID PPL}, author = {USAID}, month = jul, year = {2017}, } @misc{learning_lab_two_2017, title = {Two {Tunes}, {One} {Dance}: {Keeping} {Programming} {Agile}}, shorttitle = {Two {Tunes}, {One} {Dance}}, url = {https://usaidlearninglab.org/lab-notes/two-tunes%2C-one-dance-keeping-programming-agile}, language = {und}, urldate = {2017-06-02}, journal = {USAID Learning Lab}, author = {Learning Lab}, month = may, year = {2017}, } @techreport{learning_lab_evidence_2017, address = {Washington DC}, title = {Evidence {Base} for {Collaborating}, {Learning}, and {Adapting}: summary of the literature review (2017 update)}, url = {https://usaidlearninglab.org/library/literature-review-evidence-base-collaborating%2C-learning%2C-and-adapting}, abstract = {LEARN and USAID/PPL are managing an area of work known as Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer key learning questions:}, number = {2017 update}, urldate = {2016-09-23}, institution = {USAID}, author = {Learning Lab}, month = apr, year = {2017}, } @techreport{learning_lab_landscape_2017, address = {Washington DC}, title = {Landscape {Analysis} of {Learing} {Agendas}: {USAID}/{Washington} and beyond}, url = {https://usaidlearninglab.org/library/literature-review-evidence-base-collaborating%2C-learning%2C-and-adapting}, abstract = {EXECUTIVE SUMMARY U.S. government agencies and development organizations around the world are increasingly recognizing and supporting learning activities— often informed by a learning agenda—as important tools for improving organizational effectiveness and efficiency. A learning agenda comprises a set of broad questions directly related to the work that an agency conducts; when answered, they enable the agency to work more effectively and efficiently, particularly pertaining to evaluation, evidence, and decisionmaking. This report surveys the landscape of learning agendas at USAID and beyond to inform the learning agenda initiative planned by the Office of Learning, Evaluation, and Research (LER) in the Bureau for Policy, Planning and Learning (PPL). Reporting on research conducted over a 6-month period (September 2016 to February 2017), this landscape analysis focuses on six documented, office-, bureau-, or initiative-wide learning agendas being used at USAID/Washington. It also considers 11 new or noteworthy learning initiatives at USAID and five learning efforts at other federal agencies. The research team interviewed 60 staff from 20 USAID offices and bureaus, as well as staff from five other federal agencies. (See Annexes 1 through IV for more information.) The team also convened two focus groups: one with staff in USAID/Washington who had recently returned from serving in Missions, and one with PPL staff who discussed that bureau’s learning activities. The report details the interviewees’ remarks on six topics:  Motivations behind their decisions to pursue a learning agenda, such as expectations of accountability, especially in response to leadership demands  The key benefits emerging from their learning agenda efforts, which have included identifying gaps in knowledge and evidence, and supporting other cultural and organizational change processes  The participatory and consultative strategies they used to engage with stakeholders, including engagement with Mission staff and inclusion of academics and outside experts  The learning activities and products related to their initiatives  Challenges and strategies on resources, dissemination, and utilization, including ways to update their learning agenda to ensure that it remains a “living document”  Recommendations they had for PPL and others considering embarking on a learning agenda initiative}, urldate = {2016-09-23}, institution = {USAID}, author = {Learning Lab}, month = mar, year = {2017}, } @techreport{learning_lab_analysis_2017, address = {Washington DC}, title = {An analysis of what {CLA} looks like in {Development} {Programming}}, url = {https://usaidlearninglab.org/lab-notes/three-ways-collaborating,-learning,-and-adapting-make-difference-what-weve-learned-our}, urldate = {2017-02-09}, institution = {USAID}, author = {Learning Lab}, year = {2017}, } @misc{doshi_real-time_2016, title = {Real-{Time} {Data} for {Adaptive} {Management} at {USAID}}, url = {http://healthcommcapacity.org/wp-content/uploads/2016/12/USAID-Innov-Webinar-120716.pdf}, urldate = {2017-05-31}, author = {Doshi, Samir}, month = dec, year = {2016}, } @techreport{learning_lab_learn_2016, address = {Washington DC}, title = {{LEARN} {Monitoring}, {Evaluation}, {Research}, and {Learning} {Plan}}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/public_learn_merl_plan_update_20160922.pdf}, abstract = {LEARN and USAID/PPL are managing an area of work known as Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer key learning questions:}, urldate = {2016-09-23}, institution = {USAID}, author = {Learning Lab}, month = nov, year = {2016}, } @techreport{learning_lab_collaborating_2016, address = {Washington DC}, title = {Collaborating, {Learning}, and {Adapting} ({CLA}). {Framework} and {Maturity} {Matrix} {Overview}}, url = {https://usaidlearninglab.org/library/collaborating,-learning,-and-adapting-cla-framework-and-maturity-matrix-overview}, urldate = {2017-08-14}, institution = {USAID}, author = {Learning Lab}, month = oct, year = {2016}, } @techreport{learning_lab_collaborating_2016, address = {Washington DC}, title = {Collaborating, {Learning}, and {Adapting}. {Framework} \& {Key} {Concepts}}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/keyconcepts_twopager_8.5x11_v7_20160907.pdf}, urldate = {2017-02-09}, institution = {USAID}, author = {Learning Lab}, month = sep, year = {2016}, } @techreport{learning_lab_evidence_2016, address = {Washington DC}, title = {Evidence {Base} for {Collaborating}, {Learning}, and {Adapting}: summary of the literature review (2016.08)}, url = {https://usaidlearninglab.org/library/literature-review-evidence-base-collaborating%2C-learning%2C-and-adapting}, abstract = {LEARN and USAID/PPL are managing an area of work known as Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer key learning questions:}, urldate = {2016-09-23}, institution = {USAID}, author = {Learning Lab}, month = aug, year = {2016}, } @misc{salib_theres_2016, type = {Text}, title = {“{There}’s no money for that.” {Three} {Ways} to {Resource} {Collaborating}, {Learning}, and {Adapting}}, url = {https://usaidlearninglab.org/lab-notes/theres-no-money-that-three-ways-resource-collaborating-learning-and-adapting}, abstract = {This blog is the third in an ongoing series exploring the components of USAID's CLA Framework. Here is the first blog on organizational culture and the second on effective learning.}, language = {en}, urldate = {2019-08-08}, journal = {USAID Learning Lab}, author = {Salib, Monalisa}, month = apr, year = {2016}, } @misc{usaid_program_2016, title = {Program {Cycle} {Road} {Map}}, url = {http://usaidprojectstarter.org/content/program-cycle-road-map}, urldate = {2018-02-06}, author = {{USAID}}, year = {2016}, } @misc{usaid_collaborate_2015, title = {Collaborate {Learn} {Adapt} - {Case} {Competition}}, url = {https://usaidlearninglab.org/cla-case-competition}, urldate = {2017-02-18}, journal = {USAID Learning Lab}, author = {USAID}, year = {2015}, } @misc{usaid_cla_2014, title = {{CLA} for {More} {Effective} {Development} {Programs} (video)}, url = {https://www.youtube.com/watch?v=R7x6XdqyZzk&feature=youtu.be}, abstract = {This presentation features USAID/PPL's Stacey Young discussing the history of learning at USAID; how collaborating, learning, and adapting (CLA) can enhance development outcomes, and the role of implementing partners in supporting this vision.}, urldate = {2019-05-17}, publisher = {USAID LearningLab}, author = {{USAID}}, month = oct, year = {2014}, } @techreport{usaid_local_2014, address = {Washington DC}, title = {Local {Systems}: a framework for supporting sustained development}, url = {https://www.usaid.gov/sites/default/files/documents/1870/LocalSystemsFramework.pdf}, urldate = {2017-06-28}, institution = {USAID}, author = {USAID}, month = apr, year = {2014}, } @misc{learning_lab_learning_2013, type = {Text}, title = {Learning {Lab} - {Collaborate}, {Learn} and {Adapt} for better development outcomes}, url = {https://usaidlearninglab.org}, abstract = {CLA is: a component of several missions' CDCSes. a conceptual framework for some principles and operational processes that can enable USAID to become a more effective learning organization and thereby a more effective development organization. an approach to facilitating local participation and capacity and promoting country-led development. For more information on CLA visit:}, language = {und}, urldate = {2016-08-05}, journal = {USAID}, author = {Learning Lab}, month = jan, year = {2013}, }